Vocational education and training – an engine for economic growth and a vehicle for social inclusion?

Abstract

Vocational education and training (VET) has in recent years enjoyed a revival for two major reasons. Firstly, it is regarded as a suitable means of promoting economic growth. Secondly, it is seen as a potentially powerful tool for fostering social inclusion. In this review, these assumed effects are critically examined on the basis of the vastly expanding literature in the field. Evidence of the productivity-enhancing effects of VET at company level is quite solid, but evidence of the effect on overall economic growth is far from conclusive. The effects on social inclusion are uncertain because reform of VET systems has not been sufficient and because it has proved difficult to bring about the necessary institutional change. The review identifies policy implications and makes some suggestions for future research.

Return on investment for workplace training: the Canadian experience

“…Thus managers in these industries – finance and insurance; forestry, mining, oil and gas; information and culture; and primary product manufacturing – should promote investment in training. In contrast to the results in the present study, Nilsson (, pp. 256‐7) in a review of the literature, found that training on average increased both productivity and profits.…”

The Effects of Policies for Training Skills on Improving Innovation Capabilitites in Firms

“…This may be because data regarding on-the-job training and probably most in-company training schemes are underreported and fragmented (Nilsson 2010) making it difficult to assess the impact of firm training on innovation and the impact of policies aimed at enhancing skill formation for innovation.…”

Differential outcomes of adult education on adult learners' increase in social inclusion

“…Given the differences in background characteristics in the group of vulnerable adults, it can be argued that adults participating in education programmes have a variety of learning needs, and adult educators need to take them into account in order to be effective in terms of improving social inclusion (Labouvie and Baltes 1973). To date, although the importance of adult education in order to increase social inclusion seems to be apparent (Nilsson 2010), it is not clear if learning needs of all learners are adequately addressed and, therefore, if adult education positively impacts the social inclusion of all participants regardless of their background.…”